Grade 8, Vol 1 ELA Teacher's Guide

ELA GRADE 8 Teacher’s Guide

Grade 8 ELA Teacher’s Guide

SCHOLASTIC INC. Scholar Zone Extended Learning gratefully acknowledges content provided by Scholastic Magazines+.

Excepting those parts intended for classroom use, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Scholastic Inc. grants teachers who have purchased this product permission to reproduce from this book those pages intended for use in their classrooms. Notice of copyright must appear on all copies of copyrighted materials.

Compilation copyright © 2021 by Scholastic Inc. All rights reserved. Published by Scholastic Inc. Printed in the U.S.A. ISBN 978-1-338-82041-6 SCHOLASTIC and associated logos are trademarks and/or registered trademarks of Scholastic Inc. 1 2 3 4 5 6 7 8 9 10 150 31 30 29 28 27 26 25 24 23 22 Scholastic Inc., 557 Broadway, New York, NY 10012

Welcome, Educators!

This guide includes teaching materials for the Scholar Zone Extended Learning ELA student handbook. The student handbook has articles from Scholastic’s Choices magazine, Junior Scholastic magazine, and Scholastic’s Science World magazine. • Scholastic’s Choices magazine focuses on teen issues related to health and SEL. • Junior Scholastic magazine builds students’ knowledge in social studies,

including current events, geography, and U.S. and world history. • Scholastic’s Science World magazine presents fascinating stories about science in the everyday world. Here’s how sessions are structured:

Overview 1 Warm-Up: To activate students’ knowledge, engage interest, and build background 2 Read: Students read the anchor article for the lesson twice: • First Read: Students read to get the gist, or main idea, of the article. • Second Read: Students focus on a reading strategy. The student handbook includes the following article types: • Peer Review: Profiles of contemporary teens • Life Hacks: Practical articles kids can use on topics ranging from nutrition to civics • It’s Debatable: Two (or more!) sides of a provocative issue • Science World: Fascinating real-life science stories • That’s History: Untold stories, unsolved mysteries, and more secrets from the past In general, each article can be used across two sessions. (See the Planning and Pacing Guide on pages 4–5.) 3 After Reading: Discussion questions and activities to check understanding, encourage students to find text evidence, and practice reading strategies 4 Reflect: Students’ personal, written responses to the article 5 Group Activity: Related activities that students complete in pairs or teams 6 Quick Check: Optional quizzes and activities to assess student understanding 7 Additional Resources: Extra problems and activities the educator can choose to complete with students or assign

The student handbook also includes Bonus! articles—short, believe-it-or-not pieces to read for fun.

Table of Contents

Welcome, Educators! �� 2 Planning and Pacing Guide �� 4 Sessions 1 & 2 Peer Review: He Solves Conflicts With Kindness �� 6 Sessions 3 & 4 Life Hacks: Fake News Invasion! �� 8 Sessions 5 & 6 It’s Debatable: Too Young to Go Pro? �� 10 Sessions 7 & 8 Science World: The Real Cost of Batteries �� 12 Sessions 9 & 10 Peer Review: “We Are Here for You” �� 14 Sessions 11 & 12 Life Hacks: Destination: College �� 16 Sessions 13 & 14 That’s History: Remembering Matthew Shepard �� 18 Sessions 15 & 16 It’s Debatable: Should You Have to Do Community Service? �� 20 Scholar Zone Tips ��22 Answer Key ��28

Planning and Pacing Guide

1 & 2 I

3 & 4 I

5 & 6 I

7 & 8 I

Peer Review Article: “He Solves Conflicts With Kindness”

Life Hacks

It’s Debatable

Science World

Article: “Fake News Invasion!”

Article: “Too Young to Go Pro?”

Article: “The Real Cost of Batteries”

1 Warm-Up

2 Read

Strategy Focus: Problem and solution

Strategy Focus: Author’s purpose/POV

Strategy Focus: Key ideas and details/evidence

Strategy Focus: Summarize

3 After Reading

4 Reflect

4 Reflect Why do

4 Reflect

Is nonviolence more courageous than violence?

Whose side are you on?

Does this article change any of your ideas about rechargeable batteries?

people spread misinformation?

5 Group Activity: “Standing Up to Violence”

5 Group Activity: “Close-Reading Questions”

5 Group Activity: “Debate Organizer”

5 Group Activity: “Necessary or Harmful?”

6 Quick Check: Quiz

6 Quick Check: “Mining Cobalt”

7 Additional Resources “Fake News Cartoon”

9 & 10 I

11 & 12 I

13 & 14 I

15 & 16 I

Peer Review

Life Hacks

That’s History Article: “Remembering

It’s Debatable

Article: “Should You Have to Do Community Service?”

Article: “We Are Here for You”

Article: “Destination: College”

Matthew Shepard”

1 Warm-Up

2 Read

Strategy Focus: Key ideas and details 3 After Reading

Strategy Focus: Author’s purpose/POV 3 After Reading

Strategy Focus: Key ideas and details 3 After Reading

Strategy Focus: Summarize

3 After Reading

4 Reflect

4 Reflect Why is

4 Reflect

How can you support a friend in need?”

How can you include your

What are the benefits for teens when they volunteer?

Matthew Shepard important to U.S. history?

interests outside of school on your

future college applications?

5 Group Activity: “Critical-Thinking Questions”

5 Group Activity: “Never Give Up”

5 Group Activity: “Matthew Shepard Was My Friend”

5 Group Activity: Debate: Should

Community Service Be Mandatory?

6 Quick Check: Quiz

6 Quick Check: Evaluate the Debate

7 Additional Resources

7 Additional Resources ”What to Start in Ninth Grade”

”Active Listening”

1 & 2 I

Peer Review

He Solves Conflicts With Kindness STUDENT HANDBOOK, PAGE 4

Objectives: Students will be able to identify at least three strategies for handling a conflict using nonviolence; identify problem and solution. 1 Warm-Up: Be aware that some of your students may have experienced bullying, arguments, or violent fights at school. • Ask students whether it is harder to fight back or remain calm when someone picks a fight. Why? • How might the reactions of people around the bully change the outcome of a conflict? 2 Read: “He Solves Conflicts With Kindness” First read: Read the article aloud; you may also wish to ask volunteers to read aloud. At the end of the article, ask students to describe the gist of the article. (The article describes how a team of students called the Peace Warriors helps resolve disagreements in their Chicago high school.) Second read: Ask students to read with partners or independently. (You can always read aloud if that works best with your students.) Instruct students: As you read, highlight the problem discussed in the article, as well as the solution. When students have completed the article, ask what they identified. (The problem is that violence and arguments are common in a Chicago high school. The solution is to solve the conflicts through peaceful and nonviolent ways.) (problem and solution) 3 After Reading: Use these questions to check students’ understanding of the article. You may wish to ask them to go back to the article to highlight where in the article they found the answers. 1. How might students’ past experiences make nonviolence appealing? (Possible answer: Many have seen the damage violence can cause and may view nonviolence as a way to end that cycle.) 2. How have leaders, such as Martin Luther King Jr. influenced the Peace Warriors? (The Peace Warriors follow the principles of nonviolence taught by leaders, such as Martin Luther King Jr., and teach others to do the same.) 3. What are some strategies that the Peace Warriors use to resolve conflicts? (using humor, encouraging people to talk things out, and building a sense of community)

4. Why might some students struggle with handling conflict through nonviolence? (Possible answer: They may be used to dealing with conflict through violence and might not have any role models or experience using nonviolence.) 5. Why do you think the author included the section “Key Moments: A History of Peaceful Protests”? (Possible answer: To show the different ways that people have protested peacefully in the last 100 years) 6. If most students at school belonged to the Peace Warriors, do you think their strategies of talking things out and humor could solve conflicts more effectively in schools? Why or why not? 4 Reflect: Ask students to respond in writing to the following question: In what ways is nonviolence more courageous than violence? After students have finished writing, • After each volunteer responds, instruct other students to ask follow-up questions. • Remind students that they are in a safe space and that they should respect one another’s responses. Alternatively, students can meet in groups to discuss their responses. 5 Group Activity: Go to “Standing Up to Violence” on page 8 of the student handbook. Divide the class into four teams and assign one question to each team. Remind students to use the article to support their answers. • Have each team work together and then appoint a scribe to write down the team’s responses. • When students have finished, ask each team to appoint a spokesperson. • Each spokesperson will present his or her team’s responses. At the same time, members of the other teams should jot down one good point that that team made. • After each team has presented, ask other teams to compliment the presenting team on its work, such as the answers were clear or the team used the article to support its answers. To encourage positive feedback, you can give students the sentence starter, “I like the way your team _____.” 6 Quick Check: Have students respond to the quiz on page 9 of the student handbook. They can then work as teams to compare answers and discuss any discrepancies. For answers, go to the Answer Key that begins on page 28 of this book. engage them in a structured group discussion: • Call on volunteers to read their responses.

3 & 4 I

Life Hacks

Fake News Invasion! STUDENT HANDBOOK, PAGE 10

Objectives: Students will examine the spread of fake news and learn how to evaluate news stories; students will also identify the author’s purpose and point of view. 1 Warm-up: Start a discussion with students about news sources and misinformation. • Where do students get their news? • Ask students whether they have heard the term “fake news.” Ask them what it means. • Why might the spreading of fake news be a problem? 2 Read: “Fake News Invasion!” First read: Read the article aloud; you may also wish to ask volunteers to read aloud. At the end of the article, ask students to describe the gist of the article. (The article describes the spread of fake news and how students can learn to tell the difference between a factual story and a fake one.) Second read: Ask students to read with partners or independently. (You can always read aloud if that works best with your students.) Instruct students: As you read, highlight what you think is the author’s point of view. Also highlight the reasons the author gives for this point of view. When students have completed the article, ask what they highlighted. (The author’s point of view is that fake news is becoming more common and can have negative consequences. The author supports her point of view by identifying examples of fake news, discussing why people spread fake news, and providing strategies for students to learn to tell the difference between a factual story and a fake one.) (Author’s purpose/point of view) 3 After Reading: Use these questions to check students’ understanding of the article. You may wish to ask them to go back to the article to highlight where in the article they found the answers. 1. What makes a source trustworthy? (if the source thoroughly researches the information, fact-checks the stories, and reports only the facts.) 2. How have people used fake news to spread misinformation in the past? (Benjamin Franklin spread false stories to win support during the American Revolution. In the 1800s, newspapers wrote scandalous news with shocking headlines, overdramatized stories, and fake quotes.)

3. How has the rise of the internet and social media led to the rise of misinformation? (Anyone can write and post articles online and reach a wide audience. However, many of these articles are not thoroughly researched or fact-checked.) 4. Why might a person not care about making sure that a news source is reliable? (There might be information in an article that seems to support a person’s existing opinions. In that case, the person might not want to examine the information and have their opinions and beliefs upset.) 5. Why do you think the author included information about how to spot a fake story? (To help students develop strategies to spot misinformation on their own) 6. Imagine you spotted a fake story. What might you do to stop it from spreading? (Tell your friends by sending emails, posts, or texts; notify the blog or the publication; talk to a trusted adult.) 4 Reflect: Ask students to respond in writing to the following questions: What motivates people to spread misinformation? What might their reasons be for spreading lies to the public? After students have finished writing, engage them in a structured group discussion. Remind students that they are in a safe space and that they should treat the reflection as a discussion, not a debate. Alternatively, students can meet in groups to discuss their responses. 5 Group Activity: Go to “Close-Reading Questions” on page 13 of the student handbook. Divide the class into three teams, assigning one question to each team. Remind students to support their opinions by citing evidence in the article. • Have each team work together and then appoint a scribe to write down the team’s responses. • When students have finished, ask each team to appoint a spokesperson to present the team’s ideas to the class. 6 Quick Check: Have students respond to the quiz on page 14 of the student handbook. They can then work as teams to compare answers and discuss any discrepancies. 7 Additional Resources: Direct students’ attention to “Fake News Cartoon” on page 15 of the student handbook. Allow time for students to examine the cartoon. Then lead a discussion based on the questions at the bottom of the page. For answers, go to the Answer Key that begins on page 28 of this book.

5 & 6 I

It’s Debatable

Too Young to Go Pro? STUDENT HANDBOOK, PAGE 16

Objectives: Students will read opposing viewpoints of a debate topic and take a side, supporting their positions with evidence from the text; identify key ideas and details. 1 Warm-up: Start a discussion with students about young athletes committing themselves to becoming professional athletes at a young age. • Ask students if they have heard the term “going pro.” Ask them to describe what it means. • How old does someone need to be to settle on a plan for his or her future? 2 Read: “Too Young to Go Pro?” First Read: You may read the article aloud; you may also ask students to read with partners or independently. After reading, ask students to identify the gist of the article. (The article contains opposing sides of the issue of whether athletes should become professional at a young age.) Second Read: Ask students to read with partners or independently. (You can always read aloud if that works best with your students.) Instruct students: As you read, highlight each side’s main argument, as well as the evidence presented to support that argument. After students finish reading, discuss what they found. (Grey Cohen says that kids shouldn’t commit at a young age to a particular activity to the exclusion of others; that could lead to burnout. Nicole Tofan argues that Olivia is in the enviable position of finding her passion early and that she should be allowed and encouraged to pursue it.) (Key ideas and details/evidence) 3 After Reading: Use these questions to check students’ understanding. You may wish to ask them to go back to the article to highlight where they found the answers. 1. How will Olivia’s pro contract affect her ability to play soccer in college? (Olivia will lose her eligibility to compete on National College Athletic Association teams.) 2. According to a Loyola University study, what are the downsides of young people specializing in just one sport? (They are 93 percent more likely to get injured than kids who play several sports. They are also less likely to be active as adults.) 3. How can having a plan for the future at an early age help teens with stress, according to Nicole? (It can lower the anxiety most teens face about deciding which classes, extracurricular activities, and college to choose.)

4. What are some reasons Grey Cohen gives to support her argument that Olivia Moultrie should not go pro? (Olivia won’t be able to change her mind later; teen years are meant for self-exploration and self-discovery; Olivia may suffer from mental burnout; she increases her chance of physical injury.) 5. What are some reasons Nicole gives to support her argument that Olivia should go pro? (Specializing at a young age could turn into a successful career; going pro allows Olivia to plan a future; having no aim or direction can be just as bad as committing early; not choosing can lead to missed opportunities.) 6. Based on information in the graph, how might playing multiple sports affect the body? (Playing multiple sports may decrease the risk of injury; specializing in a single sport can lead to injuries caused by repetitive trauma.) 7. Why do you think the author included information about Olivia’s story in a timeline instead of placing the information in the main text? (A timeline allows readers to see important facts about different parts of Olivia’s life quickly.) 4 Reflect: Ask students to respond in writing to the following questions: Imagine you were a teen pro athlete. What sport would you play? What would your daily life be like? What would be best about this life? What would you miss? After students have finished writing, call on volunteers to read their responses. 5 Group Activity: Have the class debate the issue of going pro. Divide the class into two groups, one for going pro as a teen and the other against. • To prepare for the debate, each team should fill out parts 1 and 2 of the organizer on page 20 of the student handbook, using arguments and evidence to support its side. • When the groups are ready, have each side state its argument from part 1. • Each group will then rebut the other side, using any appropriate counter arguments developed for part 2. • Have students complete “Part 3: The Reflection” of the “Debate Organizer” on page 20. Allow time for students to share their responses. 6 Quick Check: Have students respond to the quiz on page 21 of the student handbook. They can then compare answers and discuss any discrepancies. For answers, go to the Answer Key that begins on page 28 of this book.

7 & 8 I

Science World

The Real Cost of Batteries STUDENT HANDBOOK, PAGE 22

Objectives: Students will evaluate the hazards involved in mining cobalt for lithium-ion batteries; students will also practice summarizing the main ideas of the text. 1 Warm-up: Start a discussion with students about what they know about electronic devices and batteries. • What makes electronic devices, such as smartphones, laptops, and electronic cars, function? • Where do you think the materials for this equipment come from? 2 Read: “The Real Cost of Batteries” First read: Read the article aloud; you may also wish to ask volunteers to read aloud. At the end of the article, ask students to describe the gist of the article. (The article describes the hazards involved in mining cobalt for lithium-ion batteries.) Second read: Ask students to read with partners or independently. (You can always read aloud if that works best with your students.) Instruct students: As you read, take notes on the main ideas that you’d include in a summary. When students finish reading, ask for volunteers to summarize the article. (Miners in the Democratic Republic of Congo work in dangerous conditions to collect cobalt, an essential ingredient in the rechargeable batteries that power electronic devices. The mining process is unhealthy for workers, people living around the mines, and the environment. The workers, many of whom are children, do not have proper safety equipment and risk their health to extract and collect the cobalt. Some companies have pledged to make sure the cobalt is mined safely.) (Summarize) 3 After Reading: Use these questions to check students’ understanding. You may wish to ask them to go back to the article to highlight where they found the answers. 1. Look at the photographs in the article. What do they tell you about the process of mining and processing cobalt? (People working in mines and gathering cobalt face health risks and work in dangerous and unsafe environments.) 2. Why is cobalt mined? (It is an essential ingredient in the rechargeable batteries that power electronic devices.) 3. Why is cobalt mining so dangerous? (The mines used to extract cobalt from the ground were built without proper support, and they are in danger of collapsing.)

4. What risks does cobalt mining present to the surrounding environment? (Cobalt dust is toxic and can lead to lung cancer. It floats through the air, so workers as well as people who live near the mines, are exposed to it.) 5. Why did some companies that produce or use lithium-ion batteries promise to make sure that the cobalt is mined safely? (An investigative report by The Washington Post exposed the dangers of the cobalt mines.) 6. How is the work done by children at the mines similar to and different from the work done by adult workers? (Both the children and adults work long shifts at the mines. However, many children work on the surface, washing and sorting ore, while the adult workers work inside the mines.) 7. Look at the graph titled “Booming Cobalt Demand.” What prediction can you make based on the graph? (The amount of cobalt used for batteries will continue to rise.) 8. If you could change the working conditions in the mines, what is the first thing you would do? (Possible answer: Give miners safety equipment and protective clothing.) 4 Reflect: Ask students to respond in writing to the following questions: Did learning how rechargeable batteries are made make you think differently about using certain technological devices? Why or why not? After students have finished writing, invite volunteers to read their responses. 5 Group Activity: Go to “Necessary or Harmful?” on page 26 of the student handbook. • Divide the class into pairs and have them answer the questions with their partners. • Have students share their responses with the rest of the class. • Encourage students to jot down one good point that each pair made. • After each team has presented, ask students to comment on the best points each team made. To encourage positive feedback, you may wish to give students the sentence starter “I liked ______.” 6 Quick Check: Have students analyze the data in “Mining Cobalt” on page 27 of the student handbook. They can then work as teams to compare answers and discuss any discrepancies. For answers, go to the Answer Key that begins on page 28 of this book.

9 & 10 I

Peer Review

“We Are Here for You” STUDENT HANDBOOK, PAGE 28

Objectives: Students will learn about a group of teens who work at a chat helpline answering calls, chats, and texts to support other young people in need; students will also practice identifying key ideas and details in the text. 1 Warm-up: Be sensitive to the fact that some students may be struggling with personal problems of their own. Start a discussion with students about what they know about asking for and offering assistance to others in need of help. • Why is it important for a person to ask for help from others when he or she is feeling overwhelmed? • How might you best help a friend who is in crisis? 2 Read: “We Are Here for You” First read: Read the article aloud; you may also wish to ask volunteers to read aloud. At the end of the article, ask students to describe the gist of the article. (The article tells about an organization called Teen Link, a group of volunteer teens who answer calls, chats, and texts when someone their own age needs to talk.) Second read: Ask students to read with partners or independently. (You can always read aloud if that works best with your students.) Instruct students: As you read, highlight the key ideas and details in the article. When students have completed the article, ask what they identified. (A key idea is that volunteer teens in an organization called Teen Link talk with other teens who need help. A detail is that the organization was started by a mother whose daughter was too afraid to speak to adults about her abusive boyfriend. Another key idea is that the volunteers use active listening to help others. A detail includes a definition of active listening, which includes validating the other person’s feelings.) (Key ideas and details) 3 After Reading: Use these questions to check students’ understanding. You may wish to ask them to go back to the article to highlight where they found the answers. 1. Why was Teen Link started? (Teen Link was started by a mother whose daughter, too afraid to speak with an adult, was murdered by her abusive boyfriend. Her mother wanted to give teens a way to talk to other teens.) 2. Look at the recommendations listed in the graph titled “How to Support a Friend in Need.” Which strategies did Fiona use talking to the caller at the beginning of the article? (She uses feeling words; avoids passing judgement; offers to help)

3. According to the article, why might teenagers feel more comfortable opening up to another teen instead of an adult? (Teens can understand and relate to the problems that other teens are experiencing, which provides a sense of comfort.) 4. How do the volunteers use active listening, and why is it important? (Active listening helps the other person feel heard. Volunteers do it by validating the callers’ feelings.) 5. Why don’t the volunteers give advice, and what do they offer instead? (People in crisis need sympathy, empathy, and understanding.) 6. What happens when volunteers can’t handle a call on their own? (They summon an adult staff member who will listen in on the call and guide the volunteer.) 7. How does Teen Link’s mantra of “talk it out” help? (Possible answer: Often, simply listening to a person can help. The volunteers are trained in active listening, which means validating a person’s feelings and offering sympathy, empathy, and understanding.) 8. Imagine that your friend needed help with a problem and the two of you tried but couldn’t solve it. Would you recommend Teen Link to your friend? (Answers will vary but may acknowledge that Teen Link provides a safe space where teens are heard and receive support as they express their feelings and struggles.) 4 Reflect: Ask students to respond in writing to the following prompt: Think of a time a friend came to your aid. What did the friend do, and why was it helpful? After students have finished writing, invite volunteers to read their responses. 5 Group Activity: Have students work in groups on the “Critical-Thinking Questions” on page 32 of the student handbook. Discuss their responses as a class. 6 Quick Check: Have students respond to the quiz on page 33. They can then work as teams to compare answers and discuss any discrepancies. 7 Additional Resources: Active Listening: If it seems appropriate for your classroom, have your students practice active listening with one another, using the strategies listed in “How to Support a Friend in Need.” Divide the class into pairs. One student will pose an imaginary problem; the other will be the listener. They can then switch roles. Monitor the activity, circulating among the pairs.

For answers, go to the Answer Key that begins on page 28 of this book.

11 & 12 I

Life Hacks

Destination: College STUDENT HANDBOOK, PAGE 34

Objectives: Students will learn how perseverance can help achieve goals, identify how to prepare for college applications, and learn about post-high-school-graduation options; students will also practice determining the author’s purpose. 1 Warm-up: Start a discussion with students about their goals after high school. • Tell students that even if they’re not yet in high school, it’s not too early to be thinking about their goals after high school. What might they want to do? • Why is perseverance important for achieving goals? 2 Read: “Destination: College“ First read: Read the article aloud; you may also wish to ask volunteers to read aloud. At the end of the article, ask students to describe the gist of the article. (The article tells about a high school senior named Diontae who demonstrates perseverance and hard work by becoming the first person in his family to go to college.) Second read: Ask students to read with partners or independently. (You can always read aloud if that works best with your students.) Instruct students: As you read, think about the author’s purpose for writing this article—and how the content of the article reflects that purpose. When students have completed the article, ask for their thoughts. (The author’s purpose seems to be to inspire readers. The content includes descriptions of challenges Diontae faced, such as how no one in his family had gone to college, how he had to work two jobs, how he had to stay up late to work on college applications. These details could help inspire readers face their own challenges.) (Author’s purpose/point of view) 3 After Reading: Use these questions to check students’ understanding. You may wish to ask them to go back to the article to highlight where they found the answers. 1. Why did Diontae decide he wanted to go to college? (He overheard his friend’s mom talking about college, and he realized college could change his future.) 2. How did Diontae demonstrate perseverance while he was in high school? (Diontae woke up early on the weekends so he could work two back-to-back shifts to make extra money for his family. He also stayed up late working on college applications.) 3. What are some ways that teens can stand out to college admissions officers that go beyond their grades? (They can volunteer to show leadership strengths or submit a unique application, such as a video or website.)

4. Why might applying to college be overwhelming for a first-generation college student? (Possible answer: First-generation college students cannot rely on their parents’ past experience, such as knowing about arranging college tours or how to fill out financial-aid paperwork.) 5. Why do you think the author included the sidebar “We Took a Different Path”? (Possible answer: To show students that there are additional paths to take after high school besides college.) 6. How did Diontae receive help from others? (His football coach gave him rides to practice, and his geometry teacher tutored him.) 7. Why would someone go to a two-year technical school instead of a four-year college? (to pursue a specific career in a technical field) 4 Reflect: Ask students to respond in writing to the following questions: After reading this article, what are your thoughts about your future after high school? What are the pros of going to college? What challenges would you have to meet? After students have finished writing, ask volunteers to share their writing. Then engage them in a group discussion. Alternatively, students can meet in groups to discuss their responses. 5 Group Activity: Go to “Never Give Up” on page 38 of the student handbook. • Call on volunteers to share their responses with the rest of the class. • Invite other students to jot down one good point that each student made, so they can share their positive feedback after the responses are read. • After the class has presented, ask students to comment on the best points each student made. You may wish to give students the sentence starter “I liked your idea about ______.” 6 Quick Check: Have students respond to the quiz on page 39 of the student handbook. They can then work as teams to compare answers and discuss any discrepancies. • Have students complete the questions on their own. • When students have finished, bring the class together.

7 Additional Resources: What to Start in Ninth Grade: To have students start thinking about their lives after high school, ask them to list their goals for ninth grade.

For answers, go to the Answer Key that begins on page 28 of this book.

13 & 14 I

That’s History

Remembering Matthew Shepard STUDENT HANDBOOK, PAGE 40

Objectives: Students will learn about Matthew Shepard, and how his death affected U.S. law and culture; students will also practice identifying key ideas and details in the text. 1 Warm-up: Please note that this article includes many sensitive issues. Some students may have been mistreated or even bullied for their personal appearance, race, religion, gender, sexual orientation, or gender identity. Be aware of students’ needs and lead each discussion with sensitivity. Please note also that this article includes description of violence, and some students may find that triggering. Please read the article before you present it to your students to determine whether it is appropriate for your classroom. Then prepare students by previewing the content. 2 Read: “Remembering Matthew Shepard” First read: Read the article aloud; you may also wish to ask volunteers to read aloud. At the end of the article, ask students to describe the gist of the article. (The article describes the life of Matthew Shepard, how he was brutally murdered in 1998 for being gay, and how his death has galvanized people to combat prejudice and violence against the LGBTQ community.) Second read: Ask students to read with partners or independently. (You can always read aloud if that works best with your students.) Instruct students: As you read, highlight the key ideas and details in the article. When students finish, ask what they identified. (A key idea is that Matthew Shepard wanted to make a difference in the world. Details include that he volunteered for an environmental group and that he was a peer counselor. Another key idea is that Shepard’s death sparked a movement. A detail is that LGBTQ people were given protection by the hate-crime law in 2009.) (Key ideas and details) 3 After Reading: Use these questions to check students’ understanding. You may wish to ask them to go back to the article to highlight where they found the answers. 1. Why might the author have started the article with information about Shepard’s childhood rather than with details of his murder? (making inferences) (Possible answers: The author wanted readers to understand Shepard as a person— not just as a victim of a terrible crime. The author also wanted to highlight the fact that Shepard was trying to make the world a better place before he was killed.) 2. How did the way Shepard treat others contrast with the way he died? (compare and contrast) (He cared about other people and wanted to help them, including by being a peer counselor at his high school. In contrast, his murderers treated him with hatred and cruelty.)

3. The author says important strides have been made toward combating prejudice and violence against the LGBTQ community. What evidence supports that idea? (analyzing details) (Possible answers: LGBTQ people are now protected by the federal hate-crime law. More LGBTQ characters are featured in TV shows and movies. Many LGBTQ teens say they feel comfortable being who they are. ) 4. What did Shepard’s parents fight for after his death? What happened as a result? (cause and effect) (After their son’s death, Shepard’s parents pushed lawmakers to protect LGBTQ people. In 2009, LGBTQ people were given protection under a law that made violence toward LGBTQ people a hate crime.) 5. Why did Shepard’s murder result in a strong response from so many people? (drawing conclusions) (Possible answers: Perhaps because of the brutal way in which he was murdered and the motives of the killers; perhaps because he was young and could have been anyone’s child, brother, neighbor, or friend.) 6. How can kids stand up to hate? (close reading) (Possible answers: Speak up when someone says something hateful. Defuse a situation by changing the subject. Offer support to someone who is being mistreated. Organize a rally or protest against hateful acts. Tell a trusted adult what is going on.) 7. How was the death of Emmett Till similar to and different from the death of Matthew Shepard? (compare and contrast) (Both Till and Shepard were victims of hate crimes, and both deaths fueled movements. Shepard was murdered because he was gay, and Till was murdered because he was Black. However, while Shepard’s killers were imprisoned, no one has been brought to justice for Till’s murder.) 4 Reflect: Ask students to respond in writing to the following question: Why is Matthew Shepard important to U.S. history? After students have finished writing, engage them in a structured group discussion. To begin, remind students to speak carefully and respectfully. Alternatively, students can meet in groups to discuss their responses. 5 Group Activity: Have students read “Matthew Shepard Was My Friend” on page 44 of the student handbook. Then ask students: Why do you think Michele wrote this article? (Possible answer: Perhaps she wanted to share how Matthew’s death changed her life.) After the discussion, have students work in small teams to complete the five questions. 6 Quick Check: Have students respond to the quiz on page 45 of the student handbook. They can then compare answers and discuss any discrepancies.

15 & 16 I

It’s Debatable

Should You Have to Do Community Service? STUDENT HANDBOOK, PAGE 46

Objectives: Students will read opposing viewpoints about whether or not community service should be mandatory for teens; students will also summarize the viewpoints. 1 Warm-up: Start a discussion with students about community service. • What is community service? • What does the word voluntary mean? What does the word mandatory mean? 2 Read: “Should You Have to Do Community Service?” First read: You may read the article aloud; you may also ask students to read with partners or independently. If you decide to read the article aloud, start by telling students that this article contains opposing sides to an issue. As students read, ask them to point out the opinions or arguments that each author makes in the article. Second read: Ask students to read with partners or independently. (You can always read aloud if that works best with your students.) Instruct students: As you read, take notes on the main ideas that you’d include in a summary of each viewpoint. After students finish reading, ask for a summary of each point of view. (On the one hand, kids shouldn’t be forced to do community service because most already have full schedules. Also, students don’t experience the benefits of volunteering if they are forced to participate. On the other hand, volunteering has been shown to help students develop skills and insights that will help them later in life.) (Summarize) 3 After Reading: Use these questions to check students’ understanding. You may wish to ask them to go back to the article to highlight where they found the answers. 1. What are some ways that people volunteer during the holiday season? (They prepare or serve Thanksgiving meals at soup kitchens, take part in fundraisers for charity, or collect and donate winter coats for people who need them.) 2. How would you best summarize Ellison O’Grady’s opinion about community service? (Community service should not be mandatory because that makes it feel like a chore. Instead, schools should offer a variety of different opportunities for students to serve others.)

3. What conclusions can the reader draw about the benefits of volunteering? (Volunteering helps participants by teaching them important skills and exposing them to new experiences, as well as by introducing them to different organizations and new people.) 4 Reflect: Ask students to respond in writing to this scenario: Say you were in charge of organizing a team of students from your school to work on a project in your community. • What project would you select? Why? • How would you select your team? Would you ask your school to make students’ participation voluntary or mandatory? Why? • How would you motivate your team? After students have finished writing, engage them in a structured group discussion. Alternatively, students can meet in groups to discuss their responses. 5 Group Activity: Have the class debate the issue of mandatory volunteer work. Divide the class into two groups, one for mandatory community service for teens, and one against. (You can assign students to a side or have students choose a side on their own.) • To prepare for the debate, each team should work together to complete the “Before the Debate” section on page 48 of the student handbook, using arguments and evidence to support their side. • Direct each team to present its best arguments, complete with evidence. • Allow time for students to think about and share their reflections about the debate. 6 Quick Check: Ask students to evaluate the debate. Did each team state its claim clearly and support it with evidence? What do students think was the strongest or most convincing reason and why? What could have been done to improve the arguments?

Scholar Zone Tips

Scholar Zone Extended Learning materials provide engaging content and activities for your students. There will be many opportunities for you to provide coaching, give feedback, and help build students’ skills. If you are working remotely, let students determine a signal they would like to use when asking for your help. Relationship-Building Ideas The first step for successful instruction starts with building a relationship with the student. Here are a few ideas for conversation starters. • Introductions: At your first session, ask each student to say his or her name. Introduce yourself to your students, sharing the name you would like to be called. • Three Things: Tell your students three things you would like to share about yourself; these details could be related to your job, your family, your home state, your favorite song or performer, or your favorite sports team. Ask your students to share three things as well. • It Takes Practice: Ask your students whether they’ve ever gotten better at something by practicing. You may want to share a skill you’ve practiced and mastered—such as juggling, knitting, shooting baskets, or playing a musical instrument. Explain that the purpose of your sessions is to help them improve with practice. English Learner Tip: If your students would prefer to write responses in their home language(s), invite them to do that and then tell you in English about their writing as best they can. It is important to value students’ home languages, as well as their growing ability to communicate in more than one language.

Making the Most of Learning Sessions Each Scholar Zone Extended Learning session follows the same pattern. Here’s a list of activities in the sessions, along with suggestions about how you might work with your student on each one. Feel free to adapt as you get to know your students and the materials offered. Before each session, if possible, preview the article, as well as the corresponding lesson in the Teacher’s Guide.

What It Is

Where You’ll Find It

How to Use It

Warm-up

A brief discussion to engage students in the article they are about to read The anchor article; these types are included: • Peer Review: Profiles of teens • Life Hacks: Practical articles kids can use • It’s Debatable: Two (or more!) sides of an issue • Science World: Fascinating science stories • That’s History: Secrets from the past A variety of discussion questions related to the article A quick, written and verbal response to a question about students’ take on the article

Teacher’s Guide

Use the prompts (or your own ideas) to engage students by evoking what they already know, providing background, and/or piquing their curiosity. With your students, read the article aloud; ask students to read aloud; and/or take turns reading aloud. Use the suggestions provided in the Teacher’s Guide to help students read with a purpose.

Read Article

Student handbook, with corresponding discussion questions in the Teacher’s Guide

After Reading

Teacher’s Guide

Use these questions to check comprehension, have students practice citing evidence from the article, and practice reading strategies. Take a few minutes to have students reflect on their own thoughts about the content.

Reflect

Teacher’s Guide

Scholar Zone Tips (cont.)

What It Is

Where You’ll Find It

How to Use It

Group Activity

Further practice or an extension of the skill and content from the article

Student handbook Students work in pairs or teams to complete a related skills sheet or activity. In one-on-one tutoring situations, encourage the student to work on his or her own. Whatever the situation, let the students know you are there to help, as needed.

Quick Check

Quizzes and other quick activities

Student handbook and/or Teacher’s Guide

Review these with your students to check for understanding and outstanding questions.

Additional Practice

Extra problems and activities

Student handbook Assign or complete with students.

Answers: You can find answers to the activities in the back of the Teacher’s Guide.

Reading Strategies For each article, students are asked to focus on one of these strategies.

What It Is

How to Analyze

Author’s Purpose/Point of View

Why the author wrote the article and any specific perspectives the author might have

Ask yourself: Is the text trying to persuade, inform, or entertain? Consider the following: • Does the text include facts only? • Does it give reasons to support a specific opinion? • Is it just trying to entertain? • Look for words and statements that give clues. Keep in mind that an author often has more than one purpose for writing. • Look for signal words and phrases that tell that a cause or effect is being described. Here are some examples of signal words and phrases: so , because , for this reason , as a result , and, of course, cause and effect . • When you’re finished reading, think about how the causes in the article resulted in the effect . Ask yourself: • What are you comparing—characters, events, or ideas? • In what way(s) are they different? • In what way(s) are they alike? • Are they mostly alike or mostly different? Ask yourself: What happens? And what causes that to happen? Here are a few more tips: Read carefully: • In the first or second paragraph, can you find a sentence that tells the key, or most important, idea? • Next, look for details that support, or give evidence for, the key idea. • Read the subheadings. They often point to details related to key ideas. • Check yourself: Do the details you identified support the key idea? Ask yourself what the author might be implying, or suggesting in a subtle way. • Use text evidence and your own experiences to come up with ideas and conclusions about what the author is communicating. • Use your inferences to better understand events in the article.

Cause and Effect

When a text explains how things work or how events occurred

Compare and Contrast

How two or more things are similar and how they are different

Key Ideas and Details/Evidence

The main idea of an article, as well as the ideas that prove, or provide evidence for, the main idea

Make Inferences

When the author implies something that he or she is not saying outright

Scholar Zone Tips (cont.)

What It Is

How to Analyze

Make Predictions

Guesses about what’s going to happen, based on what’s happened so far and your own ideas

Ask yourself: • If you’re in the middle of a narrative, stop and ask yourself what you think is going to happen. • Or if the author asks a question, see if you can figure out the answer. • When you find out what happens, look back to see whether there were clues—there aren’t always! Ask yourself: • What’s wrong? Identify the problem described in the article. (The problem is usually presented at the beginning of the article.) • What is being done? Identify how people are trying to solve the problem. (These solutions are usually described in the middle of an article.) • Was the problem solved? How? (The resolution usually comes at the end of the article.) Ask yourself: • What happened first? • What did that lead to? • What happened after that? • After reading a complicated sequence of events, reread to make sure you’ve understood. Ask yourself: • What are the most important details? • Check. Are there any unimportant details you can leave out? • Use your own words to tell what the text is mostly about.

Problem and Solution

When an article is structured around a problem that one or more people are trying to solve

Sequence of Events

Identifying the most important steps of a process in the correct order

Summarize

Retelling the article in your own words

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32

Made with FlippingBook - Online catalogs